Chang, Sei-yoon: The Current History Education Curriculum and the System of Textbook Authorization in Korea

2016 ◽  
Keyword(s):  
History Education ◽  
Education Curriculum ◽  
Current History

scholarly journals Preservice History Teachers’ Attitudes towards Identity Differences

2017 ◽  
Vol 7 (3) ◽  
pp. 11
Author(s):  
Fatih Yazici
Keyword(s):  
Preservice Teachers ◽  
History Education ◽  
Mutual Understanding ◽  
History Teachers ◽  
History Curriculum ◽  
Attitudes And Perceptions ◽  
Identity Attitudes ◽  
Limited Scale ◽  
Teachers Attitudes ◽  
Current History

The ongoing changes in history education in support of diversity have an effect on Turkey even if on a limited scale. Although the current history curriculum in Turkey promotes the identity transmission instead of respecting different identities, it also has some goals such as “teaching the students about basic values including peace, tolerance, mutual understanding, democracy, and human rights, and making them sensitive about maintaining and improving these values”, which is compatible with the contemporary understanding of history education. However, it must be noted that the attitudes and perceptions of teachers are as important as their presence in curriculum in terms of reaching the aims of history education. The aim of this study was to reveal preservice history teachers’ attitudes towards identity differences. Identity Attitudes Scale (IAS), which was developed by Yazici (2016) to measure the attitudes towards identity differences, was conducted on 314 preservice history teachers. Preservice teachers’ attitudes towards identity differences in terms of gender, and their ethnic, religious and political identities were examined using t-test and one-way variance analysis. As a result, it was found that the variables had effect on preservice teachers’ attitudes at varying rates.

Pendidikan Sejarah dalam Kurikulum di Republik Federal Jerman

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Kurniawati Kurniawati
Keyword(s):  
20Th Century ◽  
Educational System ◽  
History Education ◽  
Western Civilization ◽  
Contemporary History ◽  
Education Curriculum ◽  
History Curriculum ◽  
History Of ◽  
Compulsory Subject ◽  
History Of Western Civilization

The aim of this article is to find out what philosophy behind the education curriculum in Germany,its system and structure especially on history curriculum to be compared with Indonesia”s experience.Traditionally the German educational system is strongly influenced by the tradition of naturalistichumanism - specifically those of the Humbold philosophy regarding as Bildung. History Education is acompulsory subject that is given to students from grade 6-10 as much as two hours of lessons per week,while in grade 10-12 or 13 lessons, history is no longer a compulsory subject. In grade 6-9 curriculum isbased on chronological history revolves around the history of Western Civilization, in grade 10 historylessons relating to contemporary history in the 20th century, while in grade 11-12 / 13 history lessonfocused on the history of modern Europe and non- European history.

scholarly journals HISTORY EDUCATION CURRICULUM POLICY MASS REFORM IN HIGH SCHOOL

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Zulkarnain Zulkarnain
Keyword(s):  
High School ◽  
History Education ◽  
Curriculum Policy ◽  
Education Curriculum

AbstrakPenelitian ini bertujuan untuk mengetahui: kebijakan kurikulum sejarah Sekolah Menengah Atas (SMA) pada masa Orde Lama. Metode penelitian yang digunakan adalah penelitian kualitatif dengan menggunakan pendekatan historis. Penelitian ini menggunakan studi dokumen sebagai metode utama. Studi dokumen dilakukan terhadap sumber-sumber primer maupun sekunder untuk keperluan triangulasi sumber. Selain studi dokumen, penelitian ini juga menggunakan metode wawancara sebagai metode pelengkap. Wawancara dilakukan terhadap beberapa praktisi dan akademisi pendidikan termasuk di dalamnya praktisi kurikulum sejarah Indonesia. Analisis data menggunakan model analisis interaktif. Hasil penelitian menunjukkan bahwa: (1) selama kurun waktu 1945-1951, kurikulum sejarah SMA masih menggunakan kurikulum AMS(Algemene Middelbare School) yang merupakan kurikulum warisan zaman Hindia Belanda. Sedangkan kebijakan pemerintah terhadap kurikulum sejarah masa pemerintahan Orde Lama, lebih mengarah pada kebijakan politik, dan dengan jelas orientasi materi lebih banyak  mengarah  pada doktrin  politik, ideologi bangsa, begitu juga dengan orde baru. Berbeda dengan Oral dan Orba, kurikulum sejarah pada massa reformasi di mana kajiannya adalah kurikulum 1994 suplemen GBPP 1999,kurikulum 2004,2006 dan kurikulum 2013, selain menempatkan mata pelajaran sejarah pada kelompok mata pelajaran wajib serta peminatan, mata pelajaran sejarah diberikan porsi lebih dibandingkan porsi pembelajaran pada kurikulum 2004. Penambahan jam pelajaran tersebut bertujuan agar guru memiliki waktu yang lebih leluasa untuk mengelola dan mengembangkan proses pembelajaran yang berorientasi pada pengembangan sikap spiritual, sosial, pengetahuan, dan keterampilan peserta didik. Kata kunci: kebijakan, kurikulum sejarah masa reformasi, SMA

scholarly journals HISTÓRIA PÚBLICA E ENSINO DE HISTÓRIA: um olhar sobre o filme no livro didático

2017 ◽  
Vol 3 (2) ◽  
pp. 136
Author(s):  
Rodrigo De Almeida Ferreira
Keyword(s):  
Learning Process ◽  
Public History ◽  
History Education ◽  
Education History ◽  
Palabras Clave ◽  
Teaching Learning ◽  
Keywords Education ◽  
Current History

O artigo discute o ensino de História em diálogo com as perspectivas da história pública. Ao considerar o processo de ensino-aprendizagem sob o ângulo da mediação didática, elegemos o “filme com temática histórica” como mediador desse diálogo. A relação entre educação e história pública se acentua na interface com o cinema-história, pois a narrativa cinematográfica potencializa a divulgação, o compartilhamento e a ressignificação do conhecimento histórico circulante. Ao refletir sobre o filme na educação escolar, analisamos a inserção das narrativas fílmicas nos livros didáticos. Para tanto, discutimos como os filmes Xica da Silva e Chico Rei foram abordados nos livros didáticos circulantes entre 1978-2006, a partir do acervo LIVRES (FE/USP). Como resultado das análises, a reflexão proposta desenvolve a compreensão do ensino de história, mediado pelo filme, como prática de história pública.   PALAVRAS-CHAVE: Educação; Ensino de História; História Pública; Filme;Livro Didático   ABSTRACT This article discusses history education in a dialogue with public history. Looking at the teaching-learning process from a didactic mediation angle, we chose “period piece film” as the mediator of this dialogue. The relation between education and public history is stronger at the interface with cinema-history, as film narrative enhances the dissemination, sharing and resignification of current history knowledge. Through reflecting on the effect film has on education, we analyzed how film narratives are inserted into text books. To this end, we analyzed how the movies Xica da Silva and Chico Rei were discussed in text books in circulation between 1978 and 2006, based on the LIVRES (FE/USP) collection.   KEYWORDS: Education; History Education; Public History; Film; Textbook   RESUMEN El artículo discute La enseñanza de la Historia en diálogo com las perspectivas de la historia pública. Al considerar el proceso de enseñanza-aprendizaje desde elángulo de La mediación didáctica, elegimos la “película con temática histórica” como mediadora de ese diálogo. La relación entre educación e historia pública se acentua em la interfaz con el cine-historia, pues la narrativa cinematográfica potencializa La divulgación, el intercambio y La resignificación Del conocimiento histórico circulante. Al reflexionar sobre el cine en la educación escolar, analizamos La inserción de las narrativas fílmicas en los libros didácticos. Para eso, analizamos cómo se abordaronlas películas Xica da Silva y Chico Rei en los libros didácticos circulantes entre 1978-2006, a partir del acervo LIVRES (FE/USP).   PALABRAS-CLAVE: Educación; Enseñanza de Historia; Historia Pública; Película; Libro Didáctico.

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